commoncorepcssd6

Grade: 6 Unit: 1 Week: 1 Content: ELA Dates: 8/20-8/24/12

Theme: How are authors influenced by their life experiences?

Essential Questions:

How does a writer develop a narrator’s or speaker’s point of view in a text?
How do authors use figurative language to communicate their experiences effectively?
How can using descriptive details and standard English conventions make narratives clear and meaningful?
How can I prepare for discussions so I can be an effective participant?

Focus Standards:

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Ongoing Standards:

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive, intensive)
L.6.2 Demonstrate command of the converntions of standard English capitalization, punctuation, and spelling when writing.
R.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
SL.6.1 Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
W6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.4 Produce clear and coherent writing in which the development, organization, ad style are appropriate to task, purpose, and audience.

Objectives: The Learners Will

TLW participate in meaningful discussion using group norms and standard English.
TLW will write a draft describing a meaningful experience that they have had and share it with their discussion group.
TLW will identify pronouns in their writing and classify them as subjective, objective, intensive, or possessive.

Assessment
Product

The students will write a paragraph describing their first week of middle school.

Key Questions (match Standard)

What is point of view?
What is audience?
What is descriptive detail?
What is sensory language?

Observable Student Behaviors (Performance)

Students will use standard norms to collaborate in groups for discussions.
Students will write and speak using descriptive details and sensory language.
Students will sequence written and spoken events.

Vocabulary

Audience
Author’s purpose
Discussion
Figurative language
Influence
Narrator/narrative
Point of view
Sensory details
Sequence

Suggested Activities [see Legend to highlight MCO and HYS]

Review (according to each school’s policies) the PCSSD and individual school student handbooks.
Read “Eleven” [HMU2, page 200+] (S, E/C) and follow standard discussion norms [HMU1, page 180+] (S, IC) (CL) to review Cisneros’s use of sensory details, figurative language, and point of view
- Establish rules for effective group discussion.(CL)
- Determine roles for group learning.
- Given topics and materials, participate in discussions.
- Focus on characteristics of narrative writing.
- Write a paragraph describing the first week of middle school.
- “Personal Narrative” Read and complete activities [HMU7, page 872+]

Homework

Terminology for Teachers

Lesson Plan in Word Format (Click Cancel if asked to Log In)

Resources

Professional Texts

Literary Texts

“Eleven” (Sandra Cisneros)

Informational Texts

WebQuests

Eleven by Sandra Cisneros

http://questgarden.com/98/10/7/100310060718/
Follow the links provided through a scavenger hunt style web quest. The student will explore the World Wide Web to read passages, record information, interpret figurative language and design their own story in an effort to gather information to be used when planning a celebration.

Art, Music, and Media

Manipulatives

Keep an index card file of words studied while reading. Use the cards to sort words in various ways: part of speech, affixes. This will be a year-long activity.

Games

Videos

Sight Words

SMART Board Lessons, Promethean Lessons

NARRATIVE WRITING

http://exchange.smarttech.com/details.html?id=6b22964b-d491-4d4d-ae88-736d411a79a5

NARRATIVE LEADS

http://exchange.smarttech.com/details.html?id=5c00af39-e4f4-4e0e-a998-3d2a6982eb9c

HUMOR IN NARRATIVE WRITING

http://exchange.smarttech.com/details.html?id=d3604e47-fca3-4216-b2fe-bfe9ce8d0e51

Other Activities, etc.

Teaching Student Annotation: Constructing Meaning Through Connections

http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=1#tabs
Students learn about the purposes and techniques of annotation by examining text closely and critically. They study sample annotations and identify the purposes annotation can serve. Students then practice annotation through a careful reading of a story excerpt, using specific guidelines and writing as many annotations as possible. Students then work in pairs to peer review their annotations, practice using footnotes and PowerPoint to present annotations, and reflect on how creating annotations can change a reader's perspective through personal connection with text.

Interactive strategies for “Eleven” http://www.gse.uci.edu/uciwp/documents/eleven_nevada.pdf
Audio of Eleven by Sandra Cisneros, HMU1 p. 198-205
Marzano’s Power Strategies for “Eleven”
http://my.hrw.com/la_2010/na_lit/student/ebook_gr6/osp/power_thinking/6_eleven.pdf
http://www.adlit.org (lesson plans, ideas, etc.)
http://www.readwritethink.org/classroom-resources/lesson-plans/plot-structure-literary-elements-904.html
http://www.eduplace.com/kids/hme/k-5/proofread/proof.htm
http://k6educators.about.com/gi/dynamic/offsite/htm?site=http://www.lessonplanspage.com/LA67.htm
www.readwritethink.org/files/resources/interactives/timeline/
www.litcircles.org

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